The Center for Innovation in Urban Education (CIUE) and Urban Needs in Teacher Education (UNITE) at Loyola University Maryland convene a panel to discuss:
What You Should Learn about Urban Teaching in Your Teacher Preparation Program but Won't!
Wednesday, Oct. 16, 2013, 5:30 – 7 p.m.
Loyola University Maryland – McGuire Hall East, Andrew White Student Center, 2nd Floor
4501 North Charles Street, Baltimore, MD 21210
How does good urban teaching differ from good teaching in other contexts? What are its joys and challenges? The panelists will use stories from their experiences as a teacher in an urban high school in Baltimore and as a director of an urban teacher preparation program in Milwaukee at Marquette University to stimulate discussion and debate about the knowledge, skills, and dispositions needed that are critical in urban teaching but not often addressed in formal teacher preparation. We will examine, What do "other mothering," "warm demanding," and "culturally responsive teaching" actually look like in real urban classrooms? How can I connect with parents and communities? And, what kinds of activism, advocacy and teacher leadership are possible for new teachers in urban classrooms?
Dr. Thurman L. Bridges III is an associate professor of teacher education at Morgan State University in Baltimore, MD. His career started in education as a middle school social studies teacher in Richmond, VA. Prior to classroom teaching, Thurman earned a Bachelor of Arts degree and a Master of Teaching degree from the University of Virginia. He later completed his doctoral studies at the University of Maryland, College Park in Curriculum and Instruction within the Minority and Urban Education graduate program. His research explores the social context of urban education, Black male teacher identity and Hip Hop pedagogy. His recent work analyzes the social, educational, and cultural experiences of Black male K–12 teachers who have been effective in addressing the academic and social needs of Black male students and how the practices and pedagogy translate to all teachers meeting the needs of this group of students. He also conducts participatory action research (PAR) with marginalized youth and seeks to contextualize the school experiences of students who have trouble in K–12 schools to inform curriculum, instruction, and school policy. Bridges' research has helped conceptualize and create teaching and learning environments that increase the capacity of all teachers to effectively teach diverse student populations, particularly in urban schools.
Dr. Khalek Kirkland is the head of school. Prior to joining SEED, Khalek was the senior academic and technology integration facilitator for the NYC Department of Education. In this role, he conducted quality reviews for schools throughout NYC and provided professional development to principals throughout the city around instituting the new Common Core State Standards. He also served as senior director of leadership where he recruited, trained, and found placement for new principals. Prior to this, Khalek served as teacher, coach, assistant principal, and principal of Ronald Edmonds Learning Center – Middle School 113 in Brooklyn, New York. Under Khalek’s leadership, MS 113 moved from a school designated by the state as a school in need of improvement to magnet school status. MS 113 is now acclaimed for both its artistic programs and advance placement courses. Khalek received his bachelor’s degree from Morehouse College and master’s degrees from New York University and Fordham University. In 2011, Khalek completed his doctorate from Fordham University with a focus on classroom structures for middle school students with disabilities.
Nick McDaniels is a 5th year teacher in Baltimore City Schools at Mergenthaler Vocational-Technical High School where he has taught 9th, 10th, and 12th Grade English and Criminal and Constitutional Law. He holds a BA from Marquette University in English and Secondary Education, an MS in Educational Administration and Supervision from Johns Hopkins University and anticipates a JD from the University of Maryland School of Law. Nick proudly serves as the Baltimore Teachers Union Building Representative for Mergenthaler, chairs the school green team, and is a member of Educators for Democratic Schools, a social justice caucus of unionized teachers in Baltimore City Schools. Nick lives in Baltimore with his daughter, Charlie, and wife, Amie.
Joan L. Whipp is Associate Professor and Director of Teacher Education at Marquette University in Milwaukee, Wisconsin. She has served as Director of Graduate Studies and Chair of the Department of Educational Policy and Leadership at Marquette and is a former high school English teacher. She has been recognized with the Dean’s Award for Faculty Excellence in the College of Education and for Distinguished Faculty Career Funding at Marquette. She has published articles in Journal of Teacher Education, Educational Technology, Research and Development, Educational Researcher, Ethics and Education, Catholic Education Journal, and Teaching Education and presents regularly at the annual meetings of the American Educational Research Association and the European Association of Research on Learning and Instruction. Her current research focuses on pre-service teacher development for high-poverty schools, urban teacher retention, and urban university-school partnerships.
Robert W. Simmons is Associate Professor of Urban Education at the School of Education at Loyola University Maryland, the Director of Loyola’s Center for Innovation in Urban Education (CIUE), an associated faculty member of African and African American Studies, and a member of the nationally recognized social justice collaborative Edchange (www.edchange.org). Simmons’ K-12 teaching experiences include being a middle school science teacher and elementary teacher in the Detroit Public Schools. Much of his work explores the experiences of African American boys in public and Catholic schools, the teaching practices of African American male teachers utilizing hip-hop in classrooms, urban education, and the role of race in understanding the social context of schooling.